,4!P 


sf;  t*. 


Itom  . L-ivi-eJv. 

Nvi  ..  Kl'^c?' 


“£*st  We  Jnrset!” 


"Sljmi  best  rrtncmbrr,  Enrb, 
<TI?y  tjrly  ta  aura 
3For  taska  that  tljan  Ijaat  aat. 

®ljy  Ijrart  is  with 
Eartlj’a  gamble  tml?ra  yrt.” 


LINCOLN  INSTITUTE 

OF 

KENTUCKY 


AT 

SIMPSONVILLE  ON  THE  MAIN  RAILROAD 
LINE  BETWEEN  LOUISVILLE 
AND  LEXINGTON 


BY  MRS.  CLARA  PORTER  COLTON 

220  CENTER  ST.,  DORCHESTER  CENTER 
BOSTON,  MASS. 


Digitized  by  the  Internet  Archive 
in  2016 


https://archive.org/details/lincolninstituteOOcolt 


Lincoln  Institute  of  Kentucky. 

“What!  another  advanced  colored  school  in  the 
South,  when  so  much  has  been  given  for  this  purpose?” 

Thus  perhaps  some  may  remark  when  first  hearing 
of  the  establishment  of  Lincoln  Institute,  Kentucky. 
It  is  true  that  ever  since  the  close  of  the  civil  war, 
which  left  the  South  so  impoverished  and  so  burdened 
with  an  illiterate  and  dependent  Negro  population, 
northern  philanthropists  have  rendered  generous  as- 
sistance for  this  great  need.  The  States  south  of 
Kentucky  have  had  the  advantage  of  the  uplift  of  the 
colored  race  through  the  fine  schools  provided  for 
them  by  the  liberal  benefactions  of  the  friends  of 
Negro  education. 

A Forgotten  Field  and  Its  Needs. 

Unfortunately,  perhaps  because  of  its  northerly 
position,  these  showers  of  blessings  failed  to  fall  upon 
Kentucky,  although  the  conditions  of  need  there  were 
the  same  as  in  the  other  southern  States. 

Thus  it  has  come  to  pass  that  Kentucky,  except 
Berea  College,  closed  to  the  Negroes  in  1904  by  hostile 
legislation,  has  been  almost  unaided  in  its  educational 
and  industrial  problems  resulting  from  the  great  up- 
heaval of  the  rebellion. 

And  yet,  Kentucky  never  seceded  from  the  Union, 
and  within  its  borders  were  two  humble,  little  homes 
famed  in  fiction  and  in  history,  in  connection  with 


2 


slavery ; the  cabin  where  the  martyred  friend  of  the 
freedmen,  Abraham  Lincoln,  was  born ; and  “Uncle 
Tom’s  Cabin,”  portrayed  with  such  forceful  appeal 
for  the  cause  of  emancipation  by  the  inspired  genius 
of  Mrs.  Stowe. 

The  need  in  Kentucky  of  such  a school  as  the  great 
institutions  which  have  done  so  much  for  the  advance 
of  the  Negro  in  the  farther  South,  cannot  be  exag- 
gerated. Kentucky  is  not  a rich  State.  The  people 
who  have  surplus  means  are  few.  Public  provision, 
commensurate  with  State  funds,  has  been  made  for 
Negro  education,  but  without  the  benevolent  aid  be- 
stowed upon  other  southern  States  through  all  the 
years  since  the  war,  it  is  not  strange  that  Kentucky 
has  had  no  first-class  school  for  furnishing  a good 
academic  or  industrial  education  to  colored  youths, 
and  that  a low  standard  of  grade  schools  prevails  as 
the  natural  result  of  poorly  trained  negro  teachers. 

The  “Courier-Journal”  of  Louisville,  January  22, 
1912,  says  : — “In  many  respects  the  Kentucky  Negro 
is  possessed  of  privileges  and  opportunities  equal  to 
those  in  other  States.  In  one  respect,  however,  he 
finds  himself  greatly  limited.  No  other  southern 
State,  border  or  otherwise,  gives  him  so  poor  educa- 
tional opportunities.”  It  was  recently  found  that 
49.2  per  cent,  of  the  colored  voters  of  Shelby  County 
cannot  read  or  write. 

Moreover,  there  is  no  place  in  Kentucky  where  a 
Negro  can  learn  a trade  properly.  He  is  barred  from 
the  trades  unions.  Unable  to  fit  himself  as  a carpen- 
ter, machinist  or  even  as  a brick-layer,  the  city  offers 
opportunities  only  in  minor  job  work.  The  country  is 


3 


the  desirable  place  for  the  majority  of  his  race,  but 
there  is  small  inducement  for  him  there  since  the  door 
to  sciences  of  soil  culture,  poultry  raising,  horticulture 
and  dairying  is  not  open  to  him. 

Near  Hampton  Institute  is  a county  in  which  90 
per  cent,  of  the  Negro  farmers  own  their  farms,  main- 
ly a result  of  the  instruction  given  them  in  that  institu- 
tion. Such  provision,  together  with  trade  training, 
should  be  made  in  Kentucky  for  the  grandchildren  of 
“Uncle  Tom,”  for  whom  the  excellent  colored  schools 
of  the  farther  south  are  at  too  great  a distance  to  be 
accessible. 

Christian  Colored  Schools.  Their  High  Aim 
and  Fine  Work. 

It  should  be  remembered  that  colored  schools  of  the 
type  of  Lincoln  Institute  exert  a far  higher  and  broad- 
er influence  than  that  of  fitting  their  students  to  pass 
better  examinations  for  teaching  or  for  becoming  ex- 
perts in  a useful  trade.  The  great  value  is  recognized 
of  moral  and  religious  training,  which  shall  inspire 
them  with  a sense  of  personal  responsibility  to  God 
and  to  their  fellow  men,  so  that  wherever  the  gradu- 
ates of  the  great  Christian  colored  schools  are  placed 
they  become  guardians  of  the  best  interests  of  the 
community,  exerting  a restraining  and  uplifting  force 
upon  their  race. 


Figures  and  Facts. 

Recently  a set  of  statistics  was  carefully  gathered 
from  ten  prominent  colored  schools  of  the  South  as  to 


4 


the  standing'  of  their  graduates,  records  of  whom  have 
been  kept  for  many  years.  The  result  was  most  grati- 
fying. In  round  numbers,  out  of  the  nearly  8,000 
graduates  of  these  schools,  chosen  at  random,  only 
one  in  800  has  ever  been  convicted  of  a criminal  of- 
fence, making  the  very  low  percentage  of  .000128  for 
criminality.  Those  competent  to  judge  of  such  mat- 
ters say  that  this  is  a remarkable  record,  and  that  it  is 
doubtful  whether  so  fine  a set  of  figures  could  be 
shown  by  the  same  number  of  white  colleges  in  any 
given  section  of  our  country. 

When  educated,  the  Negro  becomes  an  ally  of  good 
order.  A Christian  school  does  more  to  prevent  law- 
lessness than  ten  times  its  cost  spent  for  courts  and 
jails.  A further  fact  from  statistics  shows  the  effect 
of  Christian  colored  schools  upon  the  life  purpose  of 
their  students.  More  than  one  hundred  of  the  gradu- 
ates of  the  ten  schools  furnishing  the  figures  quoted 
above  are  useful  ministers  of  the  Gospel,  and  nearly 
2,350  are  teachers.  The  careful  and  earnest  instruc- 
tion of  students  in  schools  like  Lincoln  Institute  is 
that  they  carry  the  destiny  of  their  race,  and  they  are 
sent  forth  having  a realization  of  this  responsibility, 
which  is  shared  equally  by  those  trained  for  handiwork 
as  a means  of  support  and  those  entering  professions. 

Local  Loyalty  to  Lincoln  Institute. 

Those  at  a distance  from  any  enterprise  which  they 
assist,  like  to  know  how  it  is  regarded  in  its  own 
vicinity,  and  what  local  aid  is  given.  Generous  gifts 
from  friends  in  Louisville  have  amounted  to  more  than 


5 


$60,000.00 ; a large  sum  has  also  been  contributed  by 
the  white  people  of  the  State  outside  the  metropolis ; 
strong  endorsement  has  been  given  by  leading  citizens 
of  central  and  western  Kentucky ; many  pledges  have 
been  made  by  Negroes  themselves  of  goodly  contribu- 
tions from  their  meager  incomes.  These  facts  show  the 
strong  foundation  of  local  good  will  upon  which  this 
new  and  much-needed  school  is  built. 

Lincoln  Institute  an  Outgrowth  of  Berea. 

It  is  not  known  to  all  that  Lincoln  Institute  is  a 
daughter  of  Berea  College,  and  that  President  Frost 
has  given  the  same  wise  and  devoted  effort  for  its  es- 
tablishment which  has  marked  his  masterly  leadership 
of  Berea.  President  Frost  continues  duty  as  one  of 
the  Board  of  Trustees  of  the  new  school,  and  it  is 
with  pleasure  that  the  following  endorsement  from 
him  is  given  : — 

To  Friends  of  Southern  Education  : 

This  is  to  commend  to  your  favorable  consideration 
Lincoln  Institute  of  Kentucky. 

This  Institution  is  most  favorably  located  on  the 
main  line  between  Kentucky’s  two  chief  cities — Louis- 
ville and  Lexington — and  near  the  center  of  its  col- 
ored population.  It  has  been  peculiarly  happy  in 
adopting  those  features  which  have  proved  most  ser- 
viceable in  Negro  education,  and  in  securing  the  inter- 
est of  a considerable  portion  of  the  white  people  of 
this  commonwealth. 

For  various  reasons  Kentucky  has  been  backward 
in  the  matter  of  Negro  education  and  very  much  de- 


6 


pends  upon  the  proper  equipment  and  support  of  this 
new  institution.  It  has  such  unusual  resources,  such 
well  considered  plans,  and  such  efficient  management 
as  to  make  it  certain  that  money  contributed  to  its  sup- 
port will  not  only  do  good,  but  the  greatest  good  possi- 
ble. Faithfully  yours, 

Wm.  Goodell  Frost. 

“ Man  Proposes , God  Disposes for  Christian 
Progress. 

Berea  College  was  always  handicapped  as  to  its 
benefits  offered  to  the  Negroes  of  Kentucky,  because 
of  its  distance  from  their  zone  of  habitation,  which  is 
in  the  central  and  western  part  of  the  State,  their 
number  being  about  260,000.  For  this  large  and 
needy  Negro  population  much  more  can  be  done  now 
than  if  Berea’s  doors  had  remained  open  to  colored  youth, 
because  an  institution  has  been  established  easily  ac- 
cessible from  all  parts  of  the  State,  located  as  it  is 
at  Simpsonville,  22  miles  east  of  Louisville.  Thus  the 
passage  of  the  Day  Law,  requiring  separate  race  edu- 
cation, under  God’s  guiding  power  and  gracious  help 
has  worked  out  for  the  greater  advantage  and  broader 
opportunity  of  “our  brother  in  black.” 

Proofs  of  Permanency. 

(1)  The  Instructors.  The  famous  saying,  “Mark 
Hopkins  on  one  end  of  a log  and  a student  on  the 
other  would  make  a college,”  expresses  the  fact  that 
the  fitness  and  forcefulness  of  the  teaching  staff  of  any 


i 

school  is  the  foundation  of  its  success.  Proper  pro- 
fessional preparation  of  the  teachers  is  expected  in  any 
good  institution  of  learning,  but  that  is  only  part,  par- 
ticularly when  we  consider  colored  schools.  There 
must  be  a sympathizing  heart  combined  with  a firm, 
guiding  hand.  There  must  be  patience,  coming  from 
an  understanding  of  the  peculiar  needs  and  conditions 
of  the  pupils.  No  less  important  is  the  ability  to  kindle 
and  keep  burning  the  fires  of  ambition,  to  inspire 
scholars  to  do  their  very  best,  to  enjoy  the  thorough  per- 
formance of  hard  work ; but  above  all,  there  is  essen- 
tial on  the  part  of  instructors  of  colored  youth  a spirit 
of  consecrated,  Christian  devotion.  The  writer  of 
these  pages,  as  an  outsider,  can  state  without  hesita- 
tion that  Lincoln  Institute,  in  its  Principal,  Rev  A. 
Eugene  Thomson,  D.  D.,  and  his  assistants,  has  a 
group  of  expert  workers  who  possess  the  above  quali- 
fications in  a high  degree. 

Dr.  Thomson  was  a distinguished  scholar  in  his 
college  days,  and  had  he  remained  as  teacher  in  his 
alma  mater,  as  he  might  have  done,  he  would  un- 
doubtedly have  attained  high  rank  in  that  profession. 
But  his  deep  spiritual  nature  led  him  to  dedicate  his 
life  to  the  ministry.  He  was  eminently  successful  as 
a pastor,  and  in  general  evangelistic  work.  In  1903 
he  was  called  to  the  pastorate  of  the  college  church  in 
Berea,  Kentucky.  From  the  first  he  became  a strong 
factor  in  the  work  of  that  great  institution,  serving  on 
the  Board  of  Trustees  and  the  Prudential  Committee,  be- 
sides his  pastoral  duties. 

After  the  passage  of  the  Day  Law,  Dr.  Thomson 
gave  invaluable  aid  in  the  establishment  of  Lincoln 


8 


Institute,  and  when  the  time  came  for  its  organization, 
the  colored  people  of  Kentucky,  with  one  accord, 
urged  his  eminent  fitness  for  the  principalship  of  the 
new  school.  To  give  up  his  beloved  work  in  Berea, 
called  for  no  small  sacrifice,  and  it  was  only  after  long 
and  prayerful  consideration  that  Dr.  Thomson’s  deep 
sense  of  duty  led  him  to  respond  affirmatively  to  the 
unanimous  vote  of  the  Trustees  of  the  Institute  making 
him  its  first  Principal.  The  rest  of  the  working  force 
has  been  selected  with  the  same  care  which  marked 
the  choosing  of  the  Principal,  and  is  divided  be- 
tween the  races. 

(2)  Trustees.  The  same  wise  management  which 
has  commended  Berea  College  to  discriminating  philan- 
thropists has  marked  the  plans  of  Lincoln  Institute.  The 
Board  is  composed  of  twenty-one  Trustees,  well  known 
men  of  affairs  in  professional  and  business  life,  from 
different  sections  of  the  country,  together  with  equally 
prominent  local  representatives  of  both  races. 

By  order  of  the  Trustees,  the  books  of  Lincoln  In- 
stitute are  annually  audited  by  a professional  ac- 
countant and  a Prudential  Committee  supervises  its 
affairs  between  its  Trustee  meetings. 

(3)  Further  Equipment.  A working  outfit  of 
well  constructed  and  sightly  buildings ; a large  tract 
of  excellent  land ; equipment  in  part  for  industrial 
training  and  a body  of  earnest  and  able  students  who 
are  the  best  selected  from  numerous  applicants ; these 
facts  briefly  outline  the  guarantee  of  good  faith  for 
benefactors  who  bestow  their  charities  by  the  care- 
ful exercise  of  “consecrated  common  sense.” 


9 


Lincoln  Institute  Provides  Practical  Education 
for  the  Real  Needs  of  the  Negro. 

The  best  is  none  too  good  for  the  Negroes  in  view 
of  their  oppression  for  years  in  this  civilized  land,  but 
the  best  education  for  them  must  meet  their  special 
needs  and  conditions.  Lincoln  Institute  stands  for  the 
fullest,  largest  possible  training  for  the  Negro  and 
hopes  some  time  to  be  a great  university.  It  will, 
however,  begin  with  the  practical  task  of  present 
needs,  that  of  giving  him  the  mental  training  which  will 
enlarge  his  view  of  life  and  his  ability  to  command 
respect,  and  also  fit  him  for  some  trade  or  profession 
by  which  he  can  support  his  family  and  attain  the 
higher  ideals  whose  value  he  will  have  learned. 


A Lhre e-fold  Purpose  and  Plan. 

Lincoln  Institute  has  a three-fold  purpose  and  plan, 
viz : to  fit  teachers  for  the  colored  grade  schools  in  its 
normal  department ; to  give  to  all  students  a thorough 
training  in  some  useful  trade  in  its  industrial  depart- 
ment ; and  to  add  to  this  a course  in  practical,  funda- 
mental studies  in  its  academic  department.  Thus,  with 
trained  minds  and  skillful  hands  the  colored  youth 
will  become  self-reliant,  intelligent  and  useful  citizens,  • 
able  to  establish  for  themselves  happy%  Christian  homes 
and  to  add  to  the  welfare  and  prosperity  of  the 
country. 


10 


Does  Lincoln  Institute  Need  Money  ? 
Special  Needs. 

Well  worthy  of  quotation  is  an  aphorism  of  Dr. 
Thomson’s : — “A  great  institution  can  be  as  poor  as 
a small  one.  Poverty  is  not  having  sufficient  means 
to  do  one’s  work  properly.” 

There  are  three  lines  of  special  need  just  now  for 
Lincoln  Institute. 

The  first  is  of  money  for  “current  expense.” 
Though  the  Institution  has  an  endowment,  it  will  sup- 
ply not  more  than  half  the  money  needed  for  support 
of  the  school.  Student  fees  are  made  as  low  as 
possible,  and  will  give  little  help.  The  first  year  will 
bring  a thousand  unexpected  demands  for  money  in 
providing  equipment  which  had  not  been  and  could 
not  be  foreseen,  and  in  new  but  necessary  expenses 
to  give  the  school  its  highest  efficiency.  A debt  had 
to  be  incurred  in  order  to  build  the  great  plant,  and 
interest  will  accrue  on  this.  In  order  to  furnish  the 
best  educational  opportunities,  teachers  of  high  train- 
ing have  been  secured  and  must  be  paid.  The  Insti- 
tute must  first  live.  For  this  ten  thousand  dollars  is 
needed  this  year  outside  of  ordinary  income. 

Second.  A building  debt  of  forty  thousand  dollars 
has  been  incurred.  This  was  authorized  by  the 
Trustees,  who  saw  that  it  would  be  false  economy  to 
reduce  the  plans  any  further  than  had  already  been 
done.  The  debt  is  smaller  than  was  expected  by  the 
Trustees.  Gifts  are  needed  to  extinguish  this  debt. 

Third.  A Student  Labor  Fund.  Nothing  is  more 
needed  with  these  colored  students  than  to  develop 


11 


a spirit  of  independence  and  self-reliance.  It  is  there- 
fore planned  to  furnish  work  to  enable  the  more  needy 
ones  to  earn  their  own  way  in  full  or  in  part.  It  will 
take  them  longer  to  get  their  education,  but  it  will  have 
benefited  them  more  when  gained.  Every  one  of 
either  race,  seems  to  commend  this  proposition  most 
heartily.  It  is  doubtful  if  as  many  as  ten  of  the 
students  will  have  sufficient  resources  to  pay  their  own 
way.  Some  are  asking  for  an  opportunity  to  work 
out  nearly  all  their  expenses,  and  the  average  need  will 
be  well  up  toward  one  half  the  year’s  expense.  This 
must  be  largely  met  by  labor,  which,  though  valuable, 
will  be  unremunerative  to  the  school,  and  which  can- 
not be  afforded  if  funds  are  not  provided  for  the  pur- 
pose. Profitable  labor  can  be  given  to  a large  degree, 
but  not  to  the  extent  required.  Therefore  friends 
must  be  asked  to  give  money  for  the  Student  Labor 
Fund. 

A Living  Endowment. 

Where  there  are  ten  persons  who  can  give  $1,000 
each,  there  are  a hundred  who  can  give  $100  each ; 
there  are  two  hundred  who  can  give  $50  each,  four 
hundred  who  can  give  $25  each  and  a thousand  who 
can  give  $10  each  to  enable  Lincoln  Institute  to  carry 
on  its  much-needed  work. 

Pledges  for  the  annual  payment  of  a certain  sum, 
may  constitute  a “living  endowment,”  if  sufficient  are 
received.  It  often  happens  that  the  kindly  mention 
of  Lincoln  Institute  to  others,  by  those  who  can  make 
only  small  gifts,  leads,  under  God’s  providence,  to 
new  sources  of  large  donations.  The  sympathy  and 


12 


intelligent  interest  of  friends  of  the  freedmen  make 
contributions  doubly  valuable. 

School  Beginning , October , 1912.  Extracts 
from  a Letter  by  one  of  the  Faculty. 

The  Kind  of  Students  Lincoln 
Institute  is  Getting. 

“We  are  limiting  our  students  as  to  age,  educational 
attainments  and  general  fitness  so  that  we  have  cut  out 
a large  number  who  would  otherwise  be  with  us. 
This  is  the  better  policy  for  the  standing  of  the  school. 
They  are  now  a choice  company  of  students  and  are 
showing  a willingness  to  work  and  an  enthusiasm 
which  is  very  encouraging  indeed. 

Many  letters  are  truly  pathetic,  showing  hunger 
for  education  which  it  seems  almost  a crime  against 
humanity  to  deny.  New  applications  are  constantly 
being  received. 

However,  until  the  Lord  raises  up  friends  who 
will  complete  our  buildings  for  us  we  must  place  part 
of  these  earnest  young  people  on  the  waiting  list.” 

Needy  Students  and  Their  Gratitude  for  Help. 

Response  to  the  right  appeal  made  to  colored  youth 
to  attain  to  nobler  ideals  in  life  comes  heartily,  and 
the  earnest  desire  and  self-sacrificing  efforts  for  ob- 
taining even  a little  schooling  which  they  often  dis- 
play touches  every  sympathetic  heart.  This  fact  of 
appreciation  should  be  made  known  to  the  donors  to 
Lincoln  Institute.  Could  they  know  it  personally,  it 


13 


would  surely  be  gratifying,  especially  to  the  kind 
friends  who  furnish  financial  help  in  order  that  work 
may  be  given  to  poor  students  to  pay  their  way.  The 
old  adage,  “Heaven  helps  those  who  help  themselves,” 
in  its  best  sense,  is  instilled  into  the  minds  of  students 
in  Lincoln  Institute.  The  dignity  of  labor  is  realized 
as  it  becomes  more  than  mere  drudgery  to  maintain  a 
meager  existence. 

One  young  woman  came,  not  having  enough  money 
I for  her  opening  bills.  She  promised  to  bring  the  rest 
after  a week.  She  will  have  to  work  her  entire  way 
because  her  mother  is  doing  her  utmost  in  sending  a 
younger  daughter  to  school.  The  older  daughter 
is  one  of  the  promising  students,  and  will  be  a leader 
among  the  girls  for  good.  She  said  that  she  was 
ready  to  cook,  sew,  scrub  or  do  anything  so  that  she 
can  make  her  way. 


Two  young  men  came  from  Lexington,  a little  more 
than  a week  before  the  opening  of  the  school,  in  re- 
sponse to  a call  for  prospective  students  who  would 
help  in  cleaning  buildings.  These  two  showed  their 
worth  at  once.  They  worked  from  early  morning  till  late 
at  night,  and  at  the  end  of  a little  more  than  a week, 
one  had  earned  sixteen  dollars,  and  the  other  had 
done  nearly  as  well. 

Another  young  man  came  and  secured  work  in  cut- 
ting corn  before  the  school  opened.  The  Farm  Super- 
intendent says  that  he  has  never  had  a better  worker. 
He  has  had  very  little  opportunity  for  an  education  but 
his  earnest  determination  is  warrant  for  faith  in  his 
future. 


14 


Extracts  from  Letters  of  Application  by  Pros- 
pective Students. 

The  illiteracy  shown  in  some  of  these  letters  would 
be  amusing  were  it  not  a ground  for  sympathy  in  view 
of  the  lack  of  common  school  advantages  which  puts 
these  adult  colored  youth  educationally,  on  the  level  of 
little  boys  and  girls. 

Number  One.  “Dear  Sir:  This  is  from  a young 
man  that  wishes  to  be  a student  in  your  school  and  I 
write  this  letter  to  learn  what  is  the  chance  of  getting 
there.  I can  only  read  and  write  a little  and  I would 
like  the  best  thing  in  the  world  to  learn  more,  but  my 
luck  was  not  to  get  any  chance  to  learn.  You  can  look 
on  your  pledges  and  see  my  name.”  (He  refers  to  a 
previous  gift  to  Lincoln  Institute.) 

Number  Two.  “Dear  Sir : I got  your  letter  and  was 
so  glad.  Here  is  my  application  blank.  I would  have 
to  work  out  my  expenses  if  you  can  only  let  me  do  so. 
T have  not  got  much  education,  but  I want  to  study 
some  books  and  learn  a trade  so  much.” 

The  spelling  in  the  two  foregoing  letters  might  seem  a 
model  of  some  new  form  of  Volapuk,  so  strangely 
different  is  it  from  the  standards  of  Noah  Webster. 
Have  to,  becomes  “hafter,”  student  is  “stitden,” 
chance  is  “chanchst,”  ought  to,  is  “orto”.  And  yet 
the  writers  have  general  intelligence  and  are  excellent 
workers  and  eager  to  “lurne,”  as  these  letters  say. 
They  have  had  a glimpse  of  a new  world,  the  world  of 
books,  brighter  and  broader  than  the  humdrum  of 
daily  drudgery,  which,  when  further  opened  to  them, 
will  lighten  the  hardest  tasks  and  trials  of  life. 


15 


Number  Three.  “Dear  Sir:  I received  your  Lin- 
coln Institute  book  to-day,  and  I can  never  thank  you 
enough  for  sending  it  to  me.  I do  want  to  come  to 
your  school  so  very  bad.  Can  I work  for  my  school- 
ing? Of  course  I would  rather  work.  Tell  me 
please,  just  what  I will  have  to  do  to  come,  and  I will 
thank  you  so  very  much.”  This  appreciation  previ- 
ously expressed  is  echoed  by  another  young  woman 
who  said  after  a few  days  at  the  school,  “I  like  it  fine, 
I would  not  go  home  less’n  some  one  was  dead.” 

Number  Four  is  from  a white  lady  of  Kentucky 
for  a young  colored  girl  of  her  acquaintance. 

“Dear  Sir : Having  read  no  little  of  the  work  you  are 
trying  to  do  for  our  colored  people,  I am  writing  you  in 
regard  to  a little  girl  of  sixteen  years,  the  only  child 
of  a colored  woman  who  lives  near  me  and  washes  for 
a living.  Her  husband  is  given  to  drink,  and  from  him 
she  gets  no  help ; indeed,  he  is  rarely  at  home.  This 
mother  is  doing  all  in  her  power  to  make  a good 
woman  of  her  child.  The  girl  has  finished  the  eighth 
grade  in  our  public  schools,  and  I am  hoping  to  have 
her  go  to  Lincoln  Institute.  She  has  quiet,  lady-like 
manners,  minus  ‘airs.’  She  has  a soft  voice  and  a 
pleasant  face,  and  is  obedient  and  industrious.  I am 
a widow,  and  make  my  living  besides  supporting  a 
widowed  mother  past  75  years  of  age,  or  I should  ‘cast 
bread  upon  the  waters,’  and  try  to  help  this  girl.” 
Please  write  me  if  anything  can  be  done  for  her.” 
(As  there  is  no  provision  for  giving  the  initial  school 
expenses  to  any  student,  word  had  to  be  sent  that  this 
amount  must  be  paid  before  this  girl  could  be  enrolled, 
which  has  prevented  her  coming.) 


16 


Last,  But  Not  Least. 

“Friends  of  the  Freedmen  are  asked  to  pray  for 
Lincoln  Institute.  God  never  lets  his  children  reach 
a place  where  they  do  not  need  to  depend  every  mo- 
ment upon  his  grace.  The  Institute  has  been  brought 
to  its  present  position  of  promise  by  prayer.  There 
are,  however,  lions  in  the  way  despite  our  past  suc- 
cess. Only  prayer,  constant  prayer  can  give  safety 
and  true  success.  We  must  work  as  well  as  pray,  but 
a pound  of  faith  is  worth  a ton  of  confidence  in  man.” 
Pray,  plan  and  pay; 

God  will  open  the  way; 

And  all  that  is  best 

For  God’s  work  will  be  blest. 

To  Represent  Lincoln  Institute. 

“To  whom  it  may  concern  : — 

Mrs.  Clara  Porter  Colton  (Mrs.  Alfred  E.  Colton) 
of  220  Center  Street,  Dorchester  Center,  Boston, 
Mass.,  is  authorized  to  represent  Lincoln  Institute  of 
Kentucky,  to  solicit,  receive  and  forward  pledges  and 
money  for  the  Institute’s  support. 

A.  Eugene  Thomson, 

Sept.  19,  1912.  President  of  the  Board  of  Trustees. 
SlMPSONVILLE,  Ky.” 

Treasurer,  Mr.  Rufus  A.  Church,  Principal,  Rev. 
A.  Eugene  Thomson,  D.  D.  Post  office  address, 
Simpsonville,  Ky.  Checks  should  be  made  out  paya- 
ble to  the  Treasurer.  Receipts  for  gifts  are  always 
sent  promptly  to  donors. 

Further  information  and  descriptive  literature  and 
“The  Lincoln  Institute  Worker,”  published  quarterly, 
will  gladly  be  sent  to  all  interested. 


